学級内における仲間関係:子どもたちの所属集団同士の差異化戦略

概要

論文の詳細を見る
The present study clarifies the strategies that students employ to differentiate their affiliate group from other groups in middle and high school class. Specifically, we want to identify the indicators that students use to draw boundaries between groups and understand what the students mean by this mutual differentiation between peer group units. Toward clarifying these issues, we perform an analysis of the differentiation process between peer groups based on a classification system obtained from fieldwork data. Then, we examine the reasons students tend to use when drawing group boundaries in class. In addition, from the viewpoint of a peer group unit in a class environment, we clarify what it means for students to mutually differentiate between groups and be a target of differentiation. The findings show that students clearly recognize differences in type between their affiliate and other groups. They often explain these differences in terms of superficial subcultural indicators related to external appearance (e.g., clothing, hairstyle) or behavior. On the other hand, they do not explain differences between each type of peer group in terms of the class where all the main school activities occur even though behavioral differences are clearly observable. By creating mutual differences between peer groups, students strengthen the unity of the affiliate group and solidify their group's position in the class environment. In addition, the daily words and deeds of students that are used to differentiate between groups often focus on the most trivial of matters. When a student is excluded from a peer group, he may become stigmatized by students in other groups. Thus, each student always has a sense of unease over becoming a target of discrimination.
2013-03-31

著者

池田曜子
奈良女子大学大学院

学級内における仲間関係:子どもたちの所属集団同士の差異化戦略

スポンサーリンク

概要

著者

関連論文

スポンサーリンク